Zagami, J. (2011). Dynamic EEG Mapping as artistic expression. Paper presented at the Apple Universities Consortium Australia CreateWorld Conference, Brisbane, Australia. Retrieved from https://docs.google.com/document/d/1iRLsLQBQdxWn6H-OC-EA9ekFB2VqlC32N3bJ5TfJ-7Q/edit
Zagami, J. (2011). Dynamic EEG Mapping as artistic expression. [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/dynamic-eeg-mapping-as-artistic-experience-cw11
Use of encephalographic (EEG) signals of brain activity to generate dynamic representations of emotion and feelings as artwork. Works were produced from emotional stimuli, reaction to existing artworks and forms (images, music, dance and tactile examination), reaction to existing EEG artworks, and recursive reaction to the dynamic representation of the artists own EEG artwork. Amplification of artistic experiences through EEG augmentation, provided a complementary visual experience in which the observers neural reactions to an artwork formed an additional component of the work. Subconscious reactions were made visual and a complex interplay of the observed artwork, reactions to that work, reactions to reactions to that work, and the visual EEG representation itself as an artwork, combined to produce a complex and nuanced artistic experience. The attitude of 68 primary preservice arts education students to arts education was surveyed pre-post using the Teaching With the Arts Survey (TWAS) instrument and compared to an 82 student control group in the same course. Improved responses to the reflective application of the arts and motivation to incorporate arts education into teaching was shown.
Digital technologies are increasingly intrinsic to all forms of art and hence arts education. This chapter presents justification for this inclusion, a process for minimising the misapplication of technology to arts education, and a set of examples of the use of digital technologies in the arts: robotics, virtual worlds, and augmented reality.
Second Life as an Arts Education Environment
Zagami, J. (2008). Second Life as an Arts Education Environment. In M. Docherty & D. Rosin (Ed.), CreateWorld 2008: The Art of Serious Play. The Serious Art of Play (pp. 3-8). Brisbane, QLD., Australia: Apple University Consortium Australia. Retrieved fromhttp://www.auc.edu.au/myfiles/uploads/Training/CW08/CW08_Proceedings.pdf
Zagami, J. (2008). Second Life as an Arts Education Environment [Presentation slides]. Retrieved fromhttp://www.slideshare.net/j.zagami/moodle-on-a-shoestring
While some students are engaging with online 3D virtual environments as creative social spaces, Virtual environments such as Second Life also provide opportunities to facilitate arts education in a flexible, connected and creative medium. Using a Second Life environment developed for Griffith University this study explored the use of a Second Life virtual environment to support the development of primary school arts education concepts. The study found that for some concepts, such as drama and dance, a virtual environment could assist in the development of these concepts, while for other concepts, such as visual arts; a more traditional environment achieved greater understanding of the concept.